Influence of Principals’ Leadership Styles on Teacher Job Satisfaction in Public Secondary Schools in Embakasi Sub County, Nairobi, Kenya

Abstract

The leadership styles of principals are crucial since they have the potential to significantly impact teacher job satisfaction and the overall functioning of a school on a daily basis. Although the Ministry of Education, through the TSC, has been hiring skilled and experienced individuals as principals for public secondary schools, reports of teacher job unhappiness have nonetheless surfaced. This study aimed to examine the impact of principals' leadership styles on teachers' job satisfaction in public secondary schools located in Embakasi Sub-County, Nairobi. The study aimed to assess the impact of different leadership styles employed by principals on teachers' job satisfaction in public secondary schools in Embakasi Sub-County. Specifically, the study focused on the coaching, affiliative, participative, and pacesetting leadership styles. The study utilized the Two Factor Theory formulated by Frederick Herzberg. The study employed a descriptive survey design. The research focused on 7 principals, 210 teachers, and 14 education officers affiliated with the Embakasi Sub County Office. The researchers used purposive sampling to select the Education Officers, while they used a simple random sample technique to select the Teachers and Principals. Data was collected through the use of questionnaires administered to teachers and principals, as well as an interview guide for the Education Officer. The quantitative data obtained from the objectives was analyzed using SPSS software, which produced frequencies and percentages that are valuable for presenting the findings. Tables were utilized to display the findings in this instance. The qualitative data obtained from the objectives was classified based on themes and, whenever feasible, provided through frequency tables and explanations within the text. When teaching leadership, the principle continually assists others in achieving their objectives. They periodically grant teachers uninterrupted autonomy, focusing the comprehension of the staff's emotions, while adopting an affiliative approach. Participative leadership involves the principal periodically engaging in transparent communication and actively promoting introverted instructors to express their ideas. The study highlights that in terms of pace-setting, the principle occasionally pressures instructors to achieve certain goals, thereby maximizing the potential of each individual teacher. The study found that coaching leadership style had the strongest positive impact on teachers' job satisfaction (β=0.814, p=0.002<0.05), followed by affiliative leadership style (β=0.843, p=0.005<0.05), and then pace-setting leadership style (β=0.801, p=0.001<0.05). Participative leadership style had the least influence on teachers' job satisfaction (β=0.700, p=0.004<0.05) in public secondary schools in Embakasi Sub-County. The study's findings offer practical advantages to leaders and organizations by providing insights into the favorable influence of school leaders' coaching abilities on employees. Consequently, it is imperative for school leaders to cultivate their coaching abilities. Principals should cultivate an environment characterized by inclusivity and support, wherein teachers experience a sense of belonging and are able to openly articulate their concerns. Promoting open and honest communication is essential, which may be achieved through regular feedback sessions and providing ways for instructors to express their ideas. The study indicates that further research should be conducted in various counties and private schools with diverse backgrounds to determine whether the impact of principals' leadership styles on teacher job satisfaction remains consistent.